Full-Day Kindergarten in Manheim Central School District: Exploring Early Literacy Growth and Proficiency
Open Access
- Author:
- Stone, R. Thomas
- Graduate Program:
- Educational Administration
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- June 12, 2006
- Committee Members:
- John Daniel Marshall, Committee Chair/Co-Chair
William Hartman, Committee Member
Roger C Shouse, Committee Member
Brandon B Hunt, Committee Member
Carol Y Phillips, Committee Member - Keywords:
- full-day kindergarten
early literacy
cost effectiveness
reading - Abstract:
- ABSTRACT The purpose of this study was to determine the efficacy of Manheim Central School District’s full-day kindergarten program as compared to their half-day kindergarten program relative to students’ reading levels through the end of grade 3. Additionally, this study sought to determine if MCSD’s full-day kindergarten program is supporting the district’s mission and educational goals while providing a cost-effective alternative to their half-day kindergarten program. This longitudinal study analyzed DRA scores over a five-year period and employed cost-effectiveness analysis strategies to compare costs related to full- and half-day kindergarten programs. While the statistical hypotheses tested in this research study did not reveal significance through grade 3, the descriptive data analyses presented provides clear evidence that the proportion of students scoring proficient on the end-of-year Developmental Reading Assessment (DRA) increased steadily over the five-year period of this study, most significantly during the kindergarten year. This upward trend becomes even more powerful when considered within the context of a simultaneous upward trend in the number of low income students entering MCSD’s kindergarten program. Additionally, this study produced a significant positive correlation between students’ grade 3 PSSA reading scores and their corresponding end-of-grade 3 DRA scores for students from Cohort 1 and Cohort 2. This important finding suggests the DRA was a strong choice as an assessment tool connecting achievement results from MCSD’s early literacy program to the reading portion of the PSSA. This research study provides the policy makers within the Manheim Central School District with a wealth of reading proficiency data over time as well as cost-effectiveness data related to their full-day kindergarten program. These data may be utilized to assist the Board of School Directors and central office administrators in the decision making process regarding the future of full-day kindergarten at Manheim Central School Distict. Based on the data analyzed and presented for this research study, Manheim Central School District is making substantial progress towards its district goals of raising student achievement for all students and implementing an appropriate curriculum and support system based on the diverse needs of all students through its full-day kindergarten initiative.